A visit to Japan to see Lesson Study in action: Jules Offord and Agata Kliman

On a recent trip to Japan we were fortunate to be able to organise a number of visits to observe and participate in lesson study sessions in Japanese schools. As education advisers with a strong interest in identifying strategies which can most effectively support children’s learning through teacher research we were keen to understand more of how Japanese teachers improve their knowledge of teaching through the practice of lesson study.

With the kind help of Pete Dudley we were met and guided through a lesson study visit to Kawasaki Elementary School by Professor Hiroyuki Kuno of Aichi University of Education and Toshiya Chichibu of the National Institute of Educational Policy. The school has been working with Mr Chichibu on building a professional learning community through the use of lesson study. During the morning we visited all 18 classes from Elementary 1 to 6. In each class children were leading their learning through discussion and dialogue whilst teachers were observing, monitoring and coaching. The school has been developing this practice over the past year and the Headteacher is confident that it is greatly increasing the confidence, cooperation and independence of learning in all children. On the evidence of our observations all children certainly appeared to be confident and competent independent learners who are able to place their learning within life experiences.

Later in the week we had the opportunity to attend an open lesson study day at Tsukuba University. The university has an attached laboratory research school which regularly holds open sessions attended by hundreds of teachers. The school is a normal Japanese elementary school although its attachment to the university appeals to aspirational families.

 On the day we attended, accompanied by Kanako Kusanagi, a PhD student researching lesson study, there were more than 500 teachers observing the range of lessons. We observed 2 classes. Each was observed by about 100 visiting teachers. The lesson was followed by a discussion led by the teacher who firstly outlined their intentions and methodology before opening up the discussion to the visiting teachers who asked further questions and shared their views and opinions. Finally we observed an English language lesson led by a ‘master’ teacher from the laboratory research school. This was followed by a discussion which dissected the lesson, exploring the teacher’s strategies and the children’s responses in detail. The teachers were particularly interested in the methodology employed to make the learning fun and accessible to all the children. This session was followed by a discussion about the relevance of learning a foreign language for younger children.

 We found both visits fascinating and extremely valuable in broadening our understanding of the use of lesson study as a means of teacher research and professional development. The learning of teachers through the observation of model lessons and the subsequent discussion about the methodology used clearly engages Japanese teachers in philosophical and reflective thinking about their practice.

During our visit we also spent a day at Makuhari International School where all children learnt bilingually in both Japanese and English. Over 60% of the children were Japanese returnees whilst the remainder spoke a diverse range of first languages.

Overall we developed a positive view about the benefits of lesson study as a research methodology for improving the quality of teaching and learning. We hope to be able to develop our interest further through our work with schools and teachers.

Jules Offord is an Education Advisor currently working for Somerset County Council. He manages the Ethnic Minority Achievement Service for the County and Advisers on Able, Gifted and Talented Education.

Agata Klimas is currently working freelance on a variety of Educational Projects focusing on metacognition and self – regulation.

 

.

 

 

Follow lessonstudyuk